Download Biological level of analysis

Biological level of analysis
Introduction
At the most basic level of analysis, human beings are biological systems. Our cognitions, emotions and
behaviors are products of the anatomy and physiology of our nervous and endocrine systems.
Since the 1960s, with the invention and development of brain imaging technologies (for example, CAT
(computerized axial tomography), PET (positron emission tomography), fMRI (functional magnetic resonance
imaging)) it has become possible to directly study living brains in action as various tasks are performed, and
to correlate specific areas of brain damage with specific changes in a person’s personality or cognitive
abilities. Advances in psychopharmacology—the field of medicine that addresses the balance of chemicals
in the brain—have led to the development of new medications for problems as diverse as depression,
anxiety disorders and Alzheimer’s disease.
After Darwin published his theory of evolution through natural selection, animals came to be studied in order
to shed light on human behavior. With the completion of the human genome project, the chimpanzee
genome project, and with other species having the full structure of their DNA mapped, the contribution
of genes to our cognitions, emotions and behavior is becoming better understood. Behavioral genetics
takes the skills of biological analysis used to study the differences between species and applies these skills
to studying individual differences in humans. These are the components at the biological level of analysis
needed to understand our complex biological system and the psychological functions it supports.
Learning outcomes
Research Methodology (Outlines)
1. Discuss how and why particular research methods are used at the biological level of analysis.
 Biological Perspective Research Methodology
2. Discuss the use of brain imaging technologies (for example, CAT, PET, fMRI)
 Research Methods (Page 57-60)
3. Discuss ethical considerations related to research studies at the biological level of analysis.
 Animal Research Handout
Physiology and behavior (Outlines)
The Nervous System
4. Using one or more examples, explain effects of neurotransmission on human behavior
 Neurons (Page 51-54)
 The Nervous System (Page 54-57)
5. Discuss the use of brain imaging technologies (for example, CAT, PET, fMRI) in investigating the
relationship between biological factors and behavior.
 Research Methods (Page 57-60)
6. Explain one study related to localization of function in the brain
 The Brain: The Cerebral Cortex (Page 60-68)
 The Brain: The Subcortex (Page 68-71)
 Brain Repair (Page 78-80)
 Schizophrenia and the Brain (Page 578-582)
 Handout: Scientists spot brain’s free will
7. Examine one interaction between cognition and physiology in terms of behavior. Evaluate two relevant studies.
 Handout: Agnosia
 Handout: Amnesia
The Endocrine System
8. Using one or more examples, explain effects of hormones on human behavior.
 The Endocrine system (Page 71-74)
 Handout: Fatherhood leads to Drop in Testosterone
 Handout: The Maternal Brain
9. Discuss two effects of the environment on physiological processes
 Handout: Circadian Rhythm
 Handout: Aggression (biology)
 Handout: In Hormones We Trust
 Handout: Menopause in a Mayan Village
Genetics and behavior
10. With reference to relevant research studies, to what extent does genetic inheritance influence behavior?
 Handout: The Genetics of Behavior
11. Examine one evolutionary explanation of behavior. (Intelligence)
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Handout: Intelligence (Genetics)
12. Discuss ethical considerations in research into genetic influences on behavior in one or more examples.
Textbook Materials: (Cornell Style notes; questions, summary, outline)
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Research Methods (Page 57-60)
Neurons (Page 51-54)
The Nervous System (Page 54-57)
The Brain: The Cerebral Cortex (Page 60-68)
The Brain: The Subcortex (Page 68-71)
Brain Repair (Page 78-80)
Schizophrenia and the Brain (Page 578-582)
The Endocrine system (Page 71-74)
Additional Readings: (Cornell Style notes; questions, summary, outline)
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Biological Perspective Research Methodology
Animal Research
Agnosia
Amnesia
Circadian Rhythm
Aggression (biology)
In Hormones We Trust
Menopause in a Mayan Village
The Genetics of Behavior
Intelligence (Genetics)
Twin Research, 2004
Fatherhood & Testosterone
The Maternal Brain
Scientists Spot Brain’s Free Will
Research Journals:
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Rosenzweig, 1972 (Page 11)
Gazzaniga, 1967 (Page 1)
Research Summary (#10)Broca & Wernicke
Friedman & Rosenman, 1959 (Page 209)
Bouchard, 1990 (Page 18)
Full-Text Research: hormones (other than PMS behavior)
Environment impacting nervous system
Localization of Brain Function
Localization of Brain Function
Overt behavior impacting biological functions
Genetics impacting behavior
Assignment Expectations
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Outlines
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Textbook Readings and Additional Readings
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Students will be assigned various outlines that correspond with the learning objectives
They must be in OUTLINE FORMAT, hand-written or typed and turned in on the due date, not in the notebook. If
outlines are turned in late, the assignment will be penalized 40%
Readings that are underlined and in bold must be completed in Cornell style and turned in with the notebook
assignment. Class notes need not be in Cornell style. Each section of notes must be properly labeled with the
assigned heading.
Students will receive a stamp for completing their notes on time. 3 points will deducted for each missing stamp.
Organization of Notebooks
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Students must organize their notebooks into the following sections. They must have dividers or post-it notes
separating each section. Two Notebooks will be collected during this unit.
1. Calendar
2. Class Notes
3. Homework Notes for textbook or additional readings (Cornell Style)
4. Worksheets
5. Readings/handouts
6. Additional resources (if necessary)